VISUALIZAÇÃO: A QUINTA HABILIDADE LINGUÍSTICA NO ENSINO E APRENDIZAGEM DE INGLÊS COMO LÍNGUA ESTRANGEIRA
Palavras-chave:
Letramento crítico visual, Material crítico em sala de aula, Ensino de inglês, VideoclipResumo
Em nossa sociedade, cheia de imagens, representações visuais e experiências visuais de todos os tipos, há, sim, paradoxalmente, ainda um grau significativo de analfabetismo visual. Apesar da importância de desenvolver competências visuais específicas, “letramento visual” ainda não é uma prioridade nos curriculos escolares (SPALTER e DAM, 2008). Este artigo tem como objetivos (1) enfatizar a importância de integrar o letramento visual crítico como a quinta habilidade línguistisca em sala de aula de inglês com base nas novas normas da Associação Internacional de Leitura e do Conselho Nacional de Professores de Inglês Americano (IRA / NCTE, 1996), e (2) apresentar uma sugestão de atividade visual, usando o videoclip da cantora Jessie J chamado Price Tag, como uma atividade crítica pedagógica.
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Referências
ALBERS, P. et al. The arts, new literacies, and multimodality. English Education, 40(1) 6-20, 2008.
AUSTIN, J. L. How to do things with words. Cambridge: Harvard University Press, 1962.
BEARE, K. YouTube in the classroom! 2008. Disponível em: <http://esl.about.com/od/listeninglessonplans/a/youtube.htm>. Acesso em: 02 mar. 2012.
BEARNE, E. Rethinking literacy: Communication, representation and text. Reading Literacy and Language, 37(3), 98-103, 2003.
BURNS, A.; S HOOD. Teachers’ voices 3: Teaching critical literacy. Sydney: NCELTR,1998.
CADIERO-KAPLAN, K. Literacy ideologies: Critically engaging the language arts curriculum. Language Arts.79, 372–381, 2002.
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CONIAM, D. The use of audio or video comprehension as an assessment instrument in the certification of English language teachers: A case study. System, 29, 2001, 1-14.
DALLOW, P. The visual complex: Mapping some interdisciplinary dimensions of visual literacy. In J. Elkins (Ed.),Visual Literacy . New York: Routledge, p.91-103, 2006.
DURANTI, A. The audience as co-author: An introduction. Text 6; 1986, 239-247.
FEHLMAN, R. Viewing film and television as whole language instruction. The English Journal, 85 (2), 43-50, 1996.
FREIRE, P. Pedagogia da autonomia: saberes necessários à prática educativa. 35 ed. São Paulo: Paz e Terra,1970.
FREIRE, P. Pedagogia do oprimido. 24ª ed. Rio de Janeiro: Paz e Terra, 2003.
HINKEL, E. Current perspectives on teaching the four skills. TESOL Quarterly 40 (1), 109-131, 2006.
HODGE, R.; KRESS, G. Social semiotics. Oxford, England: Polity Press, 1988.
JESSIE J. Music video Price Tag featuring B.o.B. (C) 2010. Standard YouTube License. Disponivel em<http://www.youtube.com/watch?v=qMxX-QOV9tI>. Acesso em: 18 mar.2012.
JEWITT, C. The move from page to screen: the multimodal reshaping of school English. Visual Communication, 1(2), 171-195, 2002.
KELLNER, D. New technologies/new literacies: Reconstructing Education for the New Millennium. Teaching Education 11; 245-65, 2002.
KRESS, G.,;VAN LEEUWEN, T. Reading images: The grammar of visual design. London, England: Routledge, 1996.
KRESS, G. ; VAN LEEUWEN, T. Multimodal discourse. London: Routledge, 2001.
KRESS, G. English for an era of instability: Aesthetics, ethics, creativity and design. English in Australia,134, 2002,15-23.
KRESS, G. Literacy in the new media age. London: Routledge, 2003.
LUKE, A. Critical literacy in Australia: A matter of context and standpoint. Journal of Adolescent & Adult Literacy, 43, 245-65, 2000.
MAYER, R. E. Multimedia Learning. In B. H. Ross (Ed.), The Psychology of Learning and Motivation Vol. 41, San Diego, CA: Academic Press, 2002, pp. 85-139.
MESSARIS, P.; MORIARTY, S. Visual literacy theory. In K. Smith (Ed.), Handbook of visual communication:Theory, methods, and media. Mahwah, N.J.: L. Erlbaum, 2005, pp. 479-502.
MCKINNON.M, Teaching technologies: Teaching English using video.2011. Disponível em: <http://www.onestopenglish.com/support/methodology/teaching-technologies/teaching-technologiesteaching-english-using-video/146527>. Acessado em: 23 fev, 2012.
NEWFIELD, D. From visual literacy to critical visual literacy: An analysis of educational materials. 2011. Disponivel em: <http://education.waikato.ac.nz/research/files/etpc/files/
2011v10n1art5.pdf.> Acesso em 10 mar.2012.
NEW LONDON GROUP. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 1999.
OXFORD, R. Integrated skills in the ESL/EFL Classroom. In: ESL Magazine 6:1, 2001.
ROBERT-MILLER, T. Understanding misunderstandings: How to do a rhetorica analysis. Department of Rhetoric and Writing, The University of Texas at Austin Design. 2008. Disponível
em: < http://www.drw.utexas.edu/roberts-miller/handouts/rhetorical-analysis>. Acesso em: 02 fev. 2011.
SHANAHAN. T. Relations among oral language, reading, and writing development. In C. MacArthur, S. Graham, and J. Fitzgerald (eds.) Handbook of Writing Research. New York: Guilford Press, 2006.
SPALTER, A.; VAN DAM, A. Digital visual literacy. Theory into Practice, 48, 2008.
SOSA, T. Visual literacy: The missing piece of your technology integration course. TechTrends: Linking Research and Practice to Improve Learning,53 (2), 55-58, 2009.
SELBER, S. Multiliteracies for a digital age. Carbondale, Southern Illinois University Press, 2004.
SWAFFAR, J.; VLATTEN, A. A Sequential model for video viewing in the foreign language curriculum. The Modern Language Journal, 81(2), 175-188, 1997.
TING HUNG HSIU. Learners’ perceived value of video as mediation in foreign language learning. Journal of Educational Multimedia and Hypermedia, vol. 18, n. 2, 171-190, 2009.
UNSWORTH, L.; WHEELER, J. Re-valuing the role of images in reviewing picture books. Reading literacy and language, 36(2), 68-74, 2002.
WALSH, M. The textual shift: examining the reading process with print, visual and multimodal texts. Australian Journal of Language and Literacy, 29(1), 24-37, 2006.
WILEMAN, M. S. Visual communicating. New Jersey: Educational Technology Publications,1993.
YANG et al. Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning. Computers & Education 55 (1), 1346-1356, 2010.
AUSTIN, J. L. How to do things with words. Cambridge: Harvard University Press, 1962.
BEARE, K. YouTube in the classroom! 2008. Disponível em: <http://esl.about.com/od/listeninglessonplans/a/youtube.htm>. Acesso em: 02 mar. 2012.
BEARNE, E. Rethinking literacy: Communication, representation and text. Reading Literacy and Language, 37(3), 98-103, 2003.
BURNS, A.; S HOOD. Teachers’ voices 3: Teaching critical literacy. Sydney: NCELTR,1998.
CADIERO-KAPLAN, K. Literacy ideologies: Critically engaging the language arts curriculum. Language Arts.79, 372–381, 2002.
CERVETTI, G., et al. A tale of differences: Comparing the traditions, perspectives, and educational goals of critical reading and critical literacy. Reading Online, 4(9). Disponivel em: http://
wwwreadingonline.org./ articles/art_index.asp?HREF=/articles/ cervetti.index.html>. Acesso em: 02 mar.2012.
CONIAM, D. The use of audio or video comprehension as an assessment instrument in the certification of English language teachers: A case study. System, 29, 2001, 1-14.
DALLOW, P. The visual complex: Mapping some interdisciplinary dimensions of visual literacy. In J. Elkins (Ed.),Visual Literacy . New York: Routledge, p.91-103, 2006.
DURANTI, A. The audience as co-author: An introduction. Text 6; 1986, 239-247.
FEHLMAN, R. Viewing film and television as whole language instruction. The English Journal, 85 (2), 43-50, 1996.
FREIRE, P. Pedagogia da autonomia: saberes necessários à prática educativa. 35 ed. São Paulo: Paz e Terra,1970.
FREIRE, P. Pedagogia do oprimido. 24ª ed. Rio de Janeiro: Paz e Terra, 2003.
HINKEL, E. Current perspectives on teaching the four skills. TESOL Quarterly 40 (1), 109-131, 2006.
HODGE, R.; KRESS, G. Social semiotics. Oxford, England: Polity Press, 1988.
JESSIE J. Music video Price Tag featuring B.o.B. (C) 2010. Standard YouTube License. Disponivel em<http://www.youtube.com/watch?v=qMxX-QOV9tI>. Acesso em: 18 mar.2012.
JEWITT, C. The move from page to screen: the multimodal reshaping of school English. Visual Communication, 1(2), 171-195, 2002.
KELLNER, D. New technologies/new literacies: Reconstructing Education for the New Millennium. Teaching Education 11; 245-65, 2002.
KRESS, G.,;VAN LEEUWEN, T. Reading images: The grammar of visual design. London, England: Routledge, 1996.
KRESS, G. ; VAN LEEUWEN, T. Multimodal discourse. London: Routledge, 2001.
KRESS, G. English for an era of instability: Aesthetics, ethics, creativity and design. English in Australia,134, 2002,15-23.
KRESS, G. Literacy in the new media age. London: Routledge, 2003.
LUKE, A. Critical literacy in Australia: A matter of context and standpoint. Journal of Adolescent & Adult Literacy, 43, 245-65, 2000.
MAYER, R. E. Multimedia Learning. In B. H. Ross (Ed.), The Psychology of Learning and Motivation Vol. 41, San Diego, CA: Academic Press, 2002, pp. 85-139.
MESSARIS, P.; MORIARTY, S. Visual literacy theory. In K. Smith (Ed.), Handbook of visual communication:Theory, methods, and media. Mahwah, N.J.: L. Erlbaum, 2005, pp. 479-502.
MCKINNON.M, Teaching technologies: Teaching English using video.2011. Disponível em: <http://www.onestopenglish.com/support/methodology/teaching-technologies/teaching-technologiesteaching-english-using-video/146527>. Acessado em: 23 fev, 2012.
NEWFIELD, D. From visual literacy to critical visual literacy: An analysis of educational materials. 2011. Disponivel em: <http://education.waikato.ac.nz/research/files/etpc/files/
2011v10n1art5.pdf.> Acesso em 10 mar.2012.
NEW LONDON GROUP. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 1999.
OXFORD, R. Integrated skills in the ESL/EFL Classroom. In: ESL Magazine 6:1, 2001.
ROBERT-MILLER, T. Understanding misunderstandings: How to do a rhetorica analysis. Department of Rhetoric and Writing, The University of Texas at Austin Design. 2008. Disponível
em: < http://www.drw.utexas.edu/roberts-miller/handouts/rhetorical-analysis>. Acesso em: 02 fev. 2011.
SHANAHAN. T. Relations among oral language, reading, and writing development. In C. MacArthur, S. Graham, and J. Fitzgerald (eds.) Handbook of Writing Research. New York: Guilford Press, 2006.
SPALTER, A.; VAN DAM, A. Digital visual literacy. Theory into Practice, 48, 2008.
SOSA, T. Visual literacy: The missing piece of your technology integration course. TechTrends: Linking Research and Practice to Improve Learning,53 (2), 55-58, 2009.
SELBER, S. Multiliteracies for a digital age. Carbondale, Southern Illinois University Press, 2004.
SWAFFAR, J.; VLATTEN, A. A Sequential model for video viewing in the foreign language curriculum. The Modern Language Journal, 81(2), 175-188, 1997.
TING HUNG HSIU. Learners’ perceived value of video as mediation in foreign language learning. Journal of Educational Multimedia and Hypermedia, vol. 18, n. 2, 171-190, 2009.
UNSWORTH, L.; WHEELER, J. Re-valuing the role of images in reviewing picture books. Reading literacy and language, 36(2), 68-74, 2002.
WALSH, M. The textual shift: examining the reading process with print, visual and multimodal texts. Australian Journal of Language and Literacy, 29(1), 24-37, 2006.
WILEMAN, M. S. Visual communicating. New Jersey: Educational Technology Publications,1993.
YANG et al. Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning. Computers & Education 55 (1), 1346-1356, 2010.
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Publicado
2019-09-16
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COSTA, G. dos S. VISUALIZAÇÃO: A QUINTA HABILIDADE LINGUÍSTICA NO ENSINO E APRENDIZAGEM DE INGLÊS COMO LÍNGUA ESTRANGEIRA. Revista Linguagem em Foco, Fortaleza, v. 3, n. 5, p. 167–182, 2019. Disponível em: https://revistas.uece.br/index.php/linguagememfoco/article/view/1857. Acesso em: 21 nov. 2024.
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Copyright (c) 2019 Giselda dos Santos Costa
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